IUSE/PFE:RED Innovation: Breaking the Binary

IUSE/PFE:RED 创新：打破二元论

• 批准号: 2234256
• 负责人: Lynne Slivovsky
• 金额: $ 199.99万
• 依托单位: California Polytechnic State University Foundation
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-15 至 2028-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2234256&HistoricalAwards=false
• 关键词: IUSE; PFE; RED; Innovation; Breaking

This revolutionary project will involve both students and faculty in a process of transforming the Computer Engineering (CPE) department at Cal Poly, San Luis Obispo, and potentially engineering education as a whole, through rejecting binaries or dualisms commonly used to create hierarchies in engineering thought and practice. The activities in this project will ask faculty and students to actively engage in dismantling the binaries by identifying and breaking down oppressive norms. Instead, they will embrace a complex coexistence; develop new skills in co-creation of holistic learning experiences and inclusive cultures; and evolve personal and professional identities that are constantly challenged and often in flux. The work is based on a “Critical Collaborative Educational Change” model which maps individual and group change to critical consciousness, values and beliefs, actions, and collective well-being in order to break the binaries in our culture, policies, and curriculum. Activities in the project include workshops and critical dialogs which will inform curriculum and course redesign, critical mentoring with faculty and students, and finding and changing department policies and practices by working with a student advisory board. The research will inform the engineering education community about the need and path to significant transformation. The three broad goals of the project are to 1) Enhance critical consciousness and expand group capacity through workshops and critical groups dialogs, 2) Interrupt structures that inhibit action by deepening relationships between and among students, staff, and faculty, and 3) Dismantle and reimagine the department by identifying and understanding structures of oppression impacting the individuals in the department. The proposed plan offers an opportunity to research how faculty and students engage in the dismantling of oppressive engineering learning structures. The work will draw attention to the connection between departmental culture and individual and collective well-being. Through the project activities the team will gain insights into how educators translate their new ways of knowing, being, and relating to the design of tangible curricular artifacts (courses, assignments, physical spaces) and visible behaviors (pedagogical style, caring, interpersonal connections), as well as understandings of how students respond to the more visible components of the new program. We will answer the following: (1) As we engage in the activities described in this proposal, how will the CPE department culture reject binaries that commonly create hierarchies in engineering thought and practice, and embrace a learning culture that is holistic and integrated? (2) To what extent does the Critical Collaborative Education Change Model help students, staff, and faculty navigate, respond to, and engage in critical organizational change? (3) What are the impacts of a holistic environment on individual growth and social cohesion? This project includes a strong vision for change, qualified team, connection to research, and a faculty development plan.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

这个革命性的项目将使学生和教职员工参与Cal Poly，San Luis Obispo的计算机工程部门（CPE）部门的过程，并通过拒绝用于在工程思想和实践中创建层次结构的二进制论或二元论，从而有可能进行整体工程教育。该项目的活动将要求教职员工通过识别和分解压迫性规范来积极参与拆除二进制文件。相反，他们将拥抱复杂的共存。在共同创造整体学习经验和包容性文化方面发展新技能；并进化的个人和专业身份经常受到挑战并经常陷入困境。这项工作基于“批判性协作教育变革”模型，该模型将个人和群体变成批判意识，价值观和信念，行动和集体福祉，以打破我们的文化，政策和课程中的二进制文件。该项目的活动包括研讨会和关键对话，这些对话将为课程和课程重新设计，与教职员工和学生进行批判性心理，以及通过与学生顾问委员会合作来查找和改变部门的政策和实践。该研究将为工程教育社区提供有关重大转型的需求和途径。该项目的三个广泛目标是1）提高批判意识并通过研讨会和批判小组对话扩大小组能力，2）中断结构，通过加深学生，员工和教职员工之间的关系来抑制行动，以及3）拆除和重新想象该部门，从而识别和理解对部门的压力的识别和理解。拟议的计划提供了一个机会，可以研究教师和学生如何参与压迫性工程学习结构的拆除。这项工作将引起人们对部门文化与个人和集体福祉之间联系的关注。通过项目活动，团队将了解教育工作者如何转化其新的了解，存在和与有形的当前工件设计（课程，作业，物理空间）和可见行为（教学风格，关怀，人际关系，人际关系）的设计，以及了解学生对学生更可见的组成部分的反应。我们将回答以下内容：（1）当我们从事本提案中描述的活动时，CPE部门文化将如何拒绝通常在工程思想和实践中创建层次结构的二进制文件，并接受整体和整合的学习文化？ （2）重要的合作教育变革模型在多大程度上可以帮助学生，员工和教职员工进行导航，回应和参与批判性组织变革？ （3）整体环境对个人成长和社会凝聚力有什么影响？该项目包括对变革，合格团队，研究的联系以及教师发展计划的强烈愿景。该奖项反映了NSF的法定任务，并使用基金会的知识分子优点和更广泛的影响审查标准通过评估被认为是宝贵的支持。